Childminder EY368002

Inspection date

Previous inspection date 29 November 2017 11 November 2014

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children build secure attachments with the childminder. They are happy and settled and show good levels of independence.  The childminder knows children well as individuals. She checks their development effectively, which helps her to identify and address any gaps in their learning. Children make good progress.  Children enjoy a broad range of stimulating and interesting learning experiences, indoors and outdoors. They have regular opportunities to use mark-making tools, for instance, to help promote their early literacy skills.  Partnerships with parents are strong. Regular exchange of information about children's successes helps to support a consistent approach to children's care and learning.  The childminder is enthusiastic and continually enhances her practice and professional development, for example through training, to help improve outcomes for children.

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It is not yet outstanding because:

 As children choose their own play activities and follow their interests, the childminder sometimes misses opportunities to extend their learning further.  The childminder does not make the most of links with other the early years settings that children attend to share information to enable her to complement children's learning.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 make better use of children's immediate interests and chosen activities to further extend their learning experiences  strengthen links with other early years settings that children attend to help provide continuity for children's learning and development.

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Inspection activities

 The inspector observed activities and interaction between the childminder and the children, and reviewed the play equipment and resources.  The inspector spoke with the childminder at appropriate times throughout the inspection, including discussing the impact of teaching after viewing activities.  The inspector viewed the areas of the premises used for childminding and talked to the children at appropriate times.  The inspector looked at documentation, including a sample of children's records.  The inspector discussed how the childminder evaluates her provision.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands her role and responsibility to keep children safe and the procedures to follow if she has concerns. She supervises children well and helps them learn how to play safely. The childminder continues to review the play environment to ensure that she is supporting all children's individual needs. She consistently updates her knowledge and skills, for instance, through training and by completing an early years qualification. The childminder uses knowledge gained to help her improve her provision. For example, she has provided more mark-making tools and activities outdoors for boys who prefer to learn outdoors. Parents are kept updated about the childminder's setting and are encouraged to be involved in their children's learning.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how to promote children's learning through play and exploration. She provides a wide range of stimulating activities. For example, she offers resources that children can move around to help encourage their imagination and creativity. Children enjoy sensory activities, such as using different brushes to make marks in the paint. The childminder talks with children to model new words and support their developing language skills. Children cuddle up to her to listen to a story. The childminder's animated and interactive use of books captures the children's imaginations well. For example, she introduces number and the children confidently count the objects, which supports their mathematical development.

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Personal development, behaviour and welfare are good

Children benefit from the warm, caring and nurturing environment. The childminder is sensitive to children's needs and promotes their emotional well-being effectively. She values children and listens to them so they are involved in the decision-making process. Toys and resources are organised so they are easily accessible to allow children to make choices about their play activities. Children are active, enjoy fresh air and have lots of fun as they play outdoors. For example, they show good control as they climb and balance on the climbing frame, which helps to increase their confidence in their own abilities.

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Outcomes for children are good

Children are confident and motivated to learn. They are prepared well for their future learning and move on to school. For example, children develop good social skills as they play together and learn to wait their turn to play with a popular toy. They listen to others and show good levels of self-esteem. Children learn to do things for themselves, such as unzipping their coats and taking their shoes off when they come indoors.

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Setting details

Unique reference number EY368002 Local authority Hampshire Inspection number 1070960 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 11 November 2014

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Telephone number

The childminder registered in 2008. She lives in Farnborough, Hampshire. The childminder works Monday to Wednesday throughout the year.

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Telephone number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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